Applied learning:

Learners engage in a direct application of skills, theories and models in a dynamic activity. Learners may have gained these skills, theories or models from traditional lectures, self or directed research or other sources. The activities can take place in a range of contexts e.g. classroom, workplace, community. Ideally the activities are situated in real world context or simulate real world situations. The learner must have sufficient foundational skills and knowledge to engage in the activity. The educator sets the activity and ensures it is structured with opportunity for educator feedback and support. Learner reflection on completion of the activity is also facilitated by educator. [1]

Experiential learning/learning by doing:

Learners engage in personal (or group) experiences related to the course theory in order to link the sometimes abstract theory concepts to a practical experience, for example conducting an interview, playing a game, role playing. This approach is linked to reflective learning generally in that after the learner engages in the experience they then reflect upon it. The educator facilitates and instructs the experience and provides the framework for reflection.[2]

Active learning:

Learner centred learning where the emphasis is on students’ self-awareness, self-evaluation and self-direction, where learning becomes an iterative, reflective conversation. [3]Competencies, knowledge, attitudes and skills are not taught per se but actively acquired by the learner themselves. It emphasizes the agency and responsibility of the learner to acquire and construct knowledge, with the educators as a facilitator of this learning process who provides inspiration for topics and learning activities. [4]“Active learning is the generic term for teaching pedagogies that require the educator to privilege the learner’s participation over his or her own declarative knowledge of the subject”. [5]Teaching methods promote tacit knowledge acquisition. The corollary of passive learning.

Creative Learning:

Involves creative expression in the context of academic learning.[6]Learners build knowledge and develop skills using creative techniques e.g. storytelling, brainstorming, games and exercises, hypothetical scenarios. The educator guides the learner using creative methods [7] which involves facilitating students to meet academic learning outcomes and constraints in new creative ways.[8]

Passive Learning:

Educator centred learning, the traditional didactic teaching approach which dictates the knowledge/theory and how it is to be absorbed by learners; typically in a  one-way transmission of information from teacher to student. Educator imparts knowledge, typically in lecture format, which learner then internalises or memorises. There is  minimal opportunity for student input[9].  Teaching methods promote didactic knowledge acquisition. The corollary of active learning.

Problem Based learning/Problem orientated learning:

Learners solve a problem through investigating a small, but complex real world scenario problem.  Learners determine what information is needed to solve the problem, where and how they find the information. The problem should be linked to a specific authentic context and situation. The educator provides the setting and sets the problem, and supports a step by step approach by providing feedback and pointing to appropriate problem solving methods and tools. [10]

Scenario based learning:

Learners use interactive scenarios which support active learning strategies. Scenarios should be situated in the context the theory will be used and typically simulates real world contexts. It works best when critical thinking and decision making around complex situations are required. The educator creates a storyboard for learners which identifies the ‘trigger’ event or situation which creates the scenario. Educator also outlines decision points, points for feedback and learner reflection.[11]

Linkages: Problem based learning, experiential learning and applied learning may use scenario based learning to support these active learning strategies.

Blended learning:

This is a process which combines and integrates physical in classroom experiences with online eLearning and digital tools  to create a hybrid and flexible learner experience. The physical classroom time may be used in a traditional way to impart knowledge with the eLearning used to explore, apply and discuss the theory in more depth; or vice versa where this is ‘flipped’ so the learner accesses content/theory via eLearning in advance the physical classroom time is used for the deeper exploration activities.

Constructive Alignment:

Constructive alignment (CA) is principle around which teaching is designed in which it is clearly stated before teaching takes place what the intended student learning  is (learning outcomes) and how students should express their learning . Learning and teaching activities are then designed to engage students in optimising their chances of achieving the learning outcomes, and assessment tasks are designed to enable clear judgments as to how well those outcomes have been attained or not. Constructive alignment is therefore about purposefully connecting learning objectives, learning activities and assessment with one another in a triangular relationship which ensure all aspects of student learning are working towards the same objective.[12]

Community based learning:

Learners take part in learning activities which integrate meaningful community engagement in order to connect the theory directly to surrounding communities and enrich the learning experience, impart civic responsibility and strengthen communities.  It often involves reflection by learners on the activity.[13] The educator establishes connection with the community and may set the task or co-create the task/learning activity in collaboration with the community  and learners. The educator manages the relationship including expectation setting and likely anticipated outputs; and sets out key points for decision making, feedback and reflection.

Peer to peer learning:

Learners acquire knowledge, skills and competencies by actively helping and supporting their peers. Learners educate each other in a two-way learning activity. Educators do not instruct learners but rather set the framework and learning activity which facilitates the peer to peer interaction, discussion and reflection.

Collaborative learning:

Learners learn together in a dynamic setting in order to both share and challenge their knowledge, attitudes and methods. The educator facilitates the group process and group discussions. [14]

Linkages: Multidisciplinary Interdisciplinary, Transdisciplinary learning are forms of collaborative learning.

Transformative learning:

Learners initial frames of reference, opinions or habits of mind are elaborated on, challenged and potentially transformed through new learning experiences in order to develop their understanding of the world.  The educator acts as a coach or provacteur who provides the setting where learners are empowered to challenge their own assumptions.[15]

Linkages: Reflection techniques are often used to facilitate transformative learning.

Reflective learning:

Learner engages in reflective process which are typically iterative or cyclical in order to develop competencies and actively construct their own knowledge. Educators provide the time and space for reflection to occur and facilities the learning processes learner is to reflect upon.[16]

Linkages: All active learning techniques and methods will typically have reflective learning integrated as part of the process.

Facilitator:

Educator provides the setting/framework/atmosphere for self-directed learner activities. The educator provides the initial necessary skills or knowledge to learners to enable them to carry out the learning activity and  support and guidance when needed (potentially at predetermined intervals in the learning activity. The educator does not act as the leader or expert or contribute to discussions or content. Similar to a coach but the focus is on facilitating a process rather than a particular skill.

Coach:

Similar to a facilitator, but differs in that the focus is usually on developing or coaching of a particular learner skill or competency which is to be developed.

Subject expert:

Educator is a subject matter expert who has proficiency in the subject theory and who leads the learning activity, contributes to discussion, answers questions and directs the theory/content.

Evaluator:

Educator as assessor of learner contributions or outputs in order to improve the learner performance and/or provide assessment marks for courses.

Quantitative Analysis:

Quantitative methods emphasise objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques. Quantitative research focuses on gathering numerical data and generalising it across groups of people or to explain a particular phenomenon.[17]

Qualitative Analysis:

Qualitative methods emphasise the qualities and meanings that are not experimentally examined or measured [if measured at all] in terms of quantity, amount, intensity, or frequency. Qualitative researchers stress the socially constructed nature of reality, the intimate relationship between the researcher and what is studied, and the situational constraints that shape inquiry. Qualitative research emphasizes opinions, values and behaviour.[18]

Digital analysis/modelling:

A digital model is a computerised, data model of a building, product or some other object that describes the form of an existing or proposed object. A digital model should capture and represent all necessary data associated with the object[19] and can be used to perform analysis or modelling on particular aspects of the model e.g. daylighting analysis, thermal comfort analysis, embodied energy analysis.

Physical Modelling:

A physical model is a fabricated copy of an object that is designed to represent that object. It can be constructed from any material and can be larger than the object, smaller, or the same size. Where the size differs, the proportions of various elements should be the same as the real thing.[20]

Flipped Classroom:

A flipped classroom is a type of blended learning where students are introduced to content asynchronously away from classroom, usually in advance, and use the synchronous ‘live’ classroom time to discussions, workshops, experiments, labs, peer assessment and review. This is the opposite of the more common practice of introducing new content live in classroom. In a common Flipped Classroom scenario, students might watch pre-recorded videos at home, then come to class to do learning activities around the content, equipped with at least some background knowledge.

Rule of thumb:

A practical and approximate way of doing or measuring something.[21] Typically rough and simplified estimates of practical or scientific knowledge. In the early design stages, rules of thumb are good to help inform quick design decisions and test ideas and solutions.

Measuring/tools:

A measuring tool is anything used to take a count of quantitative data, such as weight, length, time or temperature, e.g. temperature sensor, scale ruler.[22]

Seminar/lecture:

A lecture is a formal talk given to a group of people on a particular topic or theme. It is usually a passive form of learning and can be linked with providing a foundational level of knowledge.

A seminar is a meeting where a group of students meet with a teacher or expert to discuss a particular theme or topic. This usually occurs in a timeframe following a lecture delivered on same topic and tends to be a more active form of learning which provides for student interaction and discussion.

Co-creation:

Generally, co-creation is the joint collaborative creation of something new; this could be a new product, system, service. It involves and has the ability to bring unexpected new outcomes and new perspectives. Specifically in terms of education, it is the joint collaborative working between staff and students to inform and create components of curricula, assessment design and/or pedagogical approaches and is based on view of education as a socially constructed thing. It draws on the knowledge and pedagogical expertise of staff and the diverse perspectives and experiences of students.[23]

Multidisciplinary:

Involving people from different types of work, disciplines or fields of work; or who have different types of knowledge.[24] In a learning setting, this involves representing and dealing with perspectives of different disciplines.

Interdisciplinary:

This takes the multidisciplinary approach further, and instead of discussing or airing different perspectives, it requires collaborative tasks which require the different and diverse perspectives and knowledge to be integrated in order to construct a comprehensive picture of complex problems and to use different methods or approaches for solving it.[25]

Transdisciplinary:

This goes another step again it that the learning is opened up and amplified through collaborative learning with partners from other sectors, like civil society, enterprises, policy, schools, communities etc. In transdisciplinary contexts, academic knowledge and approaches have to be rethought, adapted and normatively evaluated. If students work in transdisciplinary projects, the learning setting becomes an informal one where students develop a lot of social skills. All stakeholders should benefit in a transdisciplinary learning project, although the benefits might be of different natures; e.g. a motivating and rich learning experience for students vs. academic support for an enterprise vs. a research opportunity for lecturers.[26]

Demonstration:

Teaching method used to explain, exhibit and communicate an idea with the aid of visuals in order to teach a skill, concept or principle. It requires the teacher to perform the activity and usually involves a step by step approach.[27]

Role play:

Role play exercises give students the opportunity to assume the role of a person or act out a given situation, as individuals, in pairs or in groups. Students try to respond to the material from the perspective of their role/character. The situation is typically a real life scenario and enables examination of feelings from different perspectives and needs.[28]

Discussion/workshop:

A workshop is an interactive meeting in which a group of people goes through a series of activities to achieve to solve a problem or work on a project. Workshops are often led by a facilitator and can range from a couple of hours to multiple days. It is an interactive learning session with peer-to-peer and learn by doing elements. Where participants have an advanced level of knowledge it is also a way to bring together people with a common interest to hold intense discussions on a topic.[29]

Guidance:

A process to help, assist, guide an individual to acquire new knowledge and/or skills or solve a problem to reach optimum educational development.

LEVEL OF LEARNING/EXPERTISE:

From: https://skillsoftscustomercommunit.force.com/kb/s/article/Expertise-Level#:~:text=Expertise%20Level%20is%20an%20indicator,Beginner%20and%20Intermediate%20content%20available.

Foundation:

Content designed to introduce students to technologies, concepts, or skills for the first time by providing a fundamental base of knowledge. The main goal for a learner at this level is to focus on learning about the concepts and how to apply them. After completing content at this proficiency level can discuss terminology, concepts, principles, and issues related to this area.

Intermediate:

Content designed to teach students mastery of normal application of technologies, concepts, or skills, on an assumption that they already have a fundamental understanding of the beginner level. After completing this content, a learner can apply the concepts covered in a practical situation and can work independently with some guidance. This level of learning is used to enhance a skill or knowledge. An individual who has completed this content can understand and discuss the application of the content and the implications of changes to processes, policies, and procedures.

Advanced:

Content designed to teach students specialised applications of technologies, concepts, or skills, on an assumption that students have already mastered their everyday application. After completing this content, a user can perform activities related to this area without any assistance. An individual at this level can intelligently present practical ideas and solutions and process improvements related to the competency area and can see this through to implementation.

Evaluation & Feedback

Formative:

Provided typically mid way, or before final completion of an assessment. It typically does not contribute to final assessment grades but instead is used to provide useful feedback to student or to improve their learning.

Summative:

Used to evaluate student learning at the end of a teaching and learning event or assessment. Typically based on assessment of a final assignment submission and used to grade.

Self-Directed:

Students engage in self-reflection and self-evaluation of their learning outcomes and progress in a study unit. Tools such as exemplars, rubrics, protocols and prompts which include correct information can be provided to allow students to compare and to aid students carry out the self-directed feedback.

Peer:

When students provide each other with feedback on their work or contribution. It exposes students to different ways of approaching a task. Where this is done using relevant assessment criteria/standards it allows students the opportunity to understand and explore how assessors use assessment criteria to evaluate different standards of work, with a view to students to then better self-assess themselves.[30]

Stakeholder:

A stakeholder is anyone who cares about the outcome or aspects of a project, context or problem. Feedback, input and views from such stakeholders (named or anonymous) are considered helpful and relevant to the particular context, learning event or problem at hand. Typically, the input of key relevant personal such as clients, users, customers, neighbourhoods, organisations etc is sought. It is typical to engage in stakeholder feedback up front before a project begins or at the start of a project, as well as at the end of a project.

Expert:

Experts in a particular topic, theme, filed of study or discipline are engaged to provide feedback on student work in order to provide real world context to learning. This enables students to receive professional feedback as well as practice communication skills.

Review/Crit:

Students prepare a piece of finished work and present it to a group of tutors and peers. The student has time to explain what the work is about, the process the student took or other relevant themes of the work and the group gives feedback. The feedback may be focused on particular aspects of the work or more general.

[1] https://www.suny.edu/applied-learning/about/definitions/

[2] https://www.case-ka.eu/index.html%3Fp=2740.html

[3] ODwyer et al, 2022 ARCHITECTURAL EDUCATION: METHODS FOR INTEGRATING CLIMATE CHANGE DESIGN (CCD) IN THE CURRICULUM. AMPS Conference 2022

[4] https://www.case-ka.eu/index.html%3Fp=2740.html

[5] MacVaugh, J., & Norton, M. (2012). Introducing sustainability into business education contexts using active learning.

[6] Beghetto, R.A., 2021. Creative learning in education. In The Palgrave handbook of positive education (pp. 473-491). Palgrave Macmillan, Cham.

[7] https://elmlearning.com/blog/creativity-vs-creative-learning/

[8] Beghetto, R.A., 2021. Creative learning in education. In The Palgrave handbook of positive education (pp. 473-491). Palgrave Macmillan, Cham.

[9] Michel, N., Cater III, J.J. and Varela, O., 2009. Active versus passive teaching styles: An empirical study of student learning outcomes. Human resource development quarterly, 20(4), pp.397-418.

[10] https://www.case-ka.eu/index.html%3Fp=2740.html

[11] https://www.massey.ac.nz/massey/fms/AVC%20Academic/Teaching%20and%20Learning%20Cenrtres/Scenario-based-learning.pdf

[12] Kandlbinder, Peter. "Constructive alignment in university teaching." HERDSA News 36.3 (2014): 5-6.

[13] https://www.marshall.edu/ctl/community-engagement/what-is-service-learning

[14] https://www.marshall.edu/ctl/community-engagement/what-is-service-learning

[15] https://www.case-ka.eu/index.html%3Fp=2740.html

[16] https://www.case-ka.eu/index.html%3Fp=2740.html

[17] Babbie, Earl R. The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth Cengage, 2010; Muijs, Daniel. Doing Quantitative Research in Education with SPSS. 2nd edition. London: SAGE Publications, 2010.

[18] Denzin, Norman. K. and Yvonna S. Lincoln. “Introduction: The Discipline and Practice of Qualitative Research.” In The Sage Handbook of Qualitative Research. Norman. K. Denzin and Yvonna S. Lincoln, eds. 3rd edition. (Thousand Oaks, CA: Sage, 2005), p. 10

[19] https://www.designingbuildings.co.uk/wiki/Digital_model

[20] https://study.com/academy/lesson/physical-models-scale-models-life-size-models.html

[21] https://dictionary.cambridge.org/dictionary/english/rule-of-thumb

[22] https://www.reference.com/science-technology/measuring-tool-b57eb2e33189f6f7

[23] https://www.ucl.ac.uk/changemakers/what-we-mean-co-creation#:~:text=%E2%80%9CCo%2Dcreation%20of%20learning%20and,%2For%20pedagogical%20approaches.%E2%80%9D%20(

[24] https://www.merriam-webster.com/dictionary/multidisciplinary#:~:text=%3A%20combining%20or%20involving%20more%20than,or%20field%20of%20study%20%3A%20interdisciplinary

[25] https://www.case-ka.eu/index.html%3Fp=2740.html

[26] https://www.case-ka.eu/index.html%3Fp=2740.html

[27] https://research-education-edu.blogspot.com/2020/02/demonstration-method.html

[28] https://www.niu.edu/citl/resources/guides/instructional-guide/role-playing.shtml

[29] https://www.facilitator.school/blog/what-is-a-workshop

[30] https://www.ctl.ox.ac.uk/peer-feedback